CHILD OBSERVED: SOCIAL & EMOTIONAL BEHAVIOR RATING SCALES

Graham-Bermann, S. A., 1995.
Graham-Bermann, S. A. & Levendosky, A. A. (1998). The social functioning of preschool-age children whose mothers are emotionally and physically abused. Journal of Emotional Abuse, 1(1), 59-84.

Each child is to be observed at play in a small group setting, with the teacher or childcare worker in the room, on three different occasions. Observers should be as unobtrusive as the setting permits, sitting in a corner of the room or watching from a distance, whenever possible. Each of these observations of an individual child lasts for 20 minutes. Please rate each child on each item using a three point, Likert type scale. That is, a rating of one signifies that a particular behavior or the expression of a particular emotion is not seen or did not occur. A rating of two signifies that a particular behavior or emotion was present, but did not occur particularly often, and was not particularly noticeable or characteristic of this child. A rating of three indicates that the behavior or emotion was present often, occurred much of the time, or was particularly intense and noticeable, or could be seen as characteristic of this child.

CHILD OBSERVED: SOCIAL & EMOTIONAL BEHAVIOR RATING SCALES

Scoring Key

1. Emotion Expression and Emotional Behavior

Sadness = when the child seems to be unhappy, deflated, or otherwise indicates the presence of a negative mood. Crying is an example of a high level of sadness OR if the child is sad for most of the observation time, then a high level is coded.

Anger = when this child seems to be mad at something, at him or herself, or at someone else. A high level of anger would be coded when the child expresses strong negative affect by physical, verbal, or behavioral means (e. g., saying things such as "No" in a loud and an angry tone) OR that anger occurs much of the observation time.

Boredom = when this child seems to be uninterested in things, in others, or in what is going on around him or her. Verbal indications of boredom include phrases to indicate lack of interest. A high level of boredom would coded when the child is bored for most of the observation time.

Worry/anxiety = when this child seems to be nervous about something, about him or herself, in relation to others, or shows or says things to indicate concern that negative outcome will happen. (E.g., "Uh-oh, that is going to fall down"). A high level of worry/anxiety is coded when the child is extremely or strongly indicating worry OR worry/anxiety characterize the child for most of the observation.

Fear = when this child seems to be afraid of something, of others, or that something negative will occur. Fear is usually focused and can be seen behaviorally as intense refusal to do something, to go somewhere, to try something suggested by others. A high level of fear is coded when the child moves away from something, avoids a feared item, person, or situation, or seems afraid for most of the observation.

Frustration = when this child seems to be unhappy with being unable to achieve a goal, to perform a function, to get what he or she wants either individually or in concert with others. Behavioral manifestations of frustration are ( Example of a high level of frustration - knocking down the blocks when a part falls down.)

Happiness/enjoyment = when this child seems to be satisfied and glad. Smiling, taking pleasure in something or someone, saying that something is liked are examples of happiness. When this occurs for most of the observation OR when the happiness is strongly expressed ("Wow, this is great" "I really like that") then it is coded as a high level.

Silliness/laughter = when this child seems to be demonstrating giddiness, mirth, or enjoyment with verbal expressions, laughing, giggling, or engaging in clowning. A high level is scored when this is very evident or when it occurs or most of the observation time.

2. Play, Individual, and Interpersonal Behavior

Had interpersonal, mutual play = conjoint engagement in a play activity, a conversation that entails play. A high level is coded when this occurs for most of the observation time.

Cooperated in play with another child= Shared, worked together to perform a function, assented when asked, indicated agreement during play are all indications of cooperation. A high level is coded when this occurs for most of the observation time OR when the cooperative behavior is particularly salient to the task at hand.

Had verbal conflict or was verbally aggressive with another child = A child disagrees with another, puts down, insults, calls names, or refuses another child verbally. A high level is coded when this occurs for most of the observation time.

Joined in play or conversation with others = Came into a group or joined with another child, asked a question of another, or otherwise initiated engagement in conjoint activity, either verbal or physical. A high level is coded when this occurs for most of the observation time.

Was rejected by others = Was not included, told to leave, was disagreed with verbally, had a contribution turned down. A high level is coded when this occurs for most of the observation time.

Had mild physical conflict or was mildly physically aggressive = When there is pushing, shoving, taking things away from another, with disregard for the other person. A high level is coded when this occurs for most of the observation time OR when it is particularly intense in nature.

Had serious physical conflict or was severely physically aggressive = This is indicated by physically hitting, punching, throwing an object at another child or an object. Any indication of physical action that can result in injury to the self or to others is included here. A high level is coded when this occurs for most of the observation time OR when the conflict or aggression results in injury.

Withdrew from others = Did not engage with other children during the observation time after either being engaged or being asked to engage. The child who wanders off to be alone, to play alone, does not respond when spoken to. A high level is coded when this occurs for most of the observation time.

Was provoked by others = When this child has been goaded or provoked by others. There may or may not be resulting upset on the part of the child. Pushing the child to do something he or she does not want to do, being confronted by others, are examples of being provoked. A high level is coded when this occurs for most of the observation time.

Was able to create or construct something = Look to the product here - a story was created, a drawing made, a sand castle built, or other construction. A high level is coded when creating or construction activity occurs for most of the observation time.

Played with pleasure = when this child seems to be satisfied and glad in play. Smiling, taking pleasure in play. A high level is coded when this occurs for most of the observation time.

Was persistent = tried to do something, obtain a goal, or to express something. Did not give up easily in the face of challenge. Tried something more than one time or tried several ways to obtain the same result. A high level is coded when this occurs for most of the observation time.

3. Behavior With a Teacher, Assistant Teacher or Caregiver

Avoided you = Withdrew from the teacher, purposefully moved away to avoid or when approached by you. A high level is coded when this occurs for most of the observation time.

Was able to join with you = Came up to or engaged or joined with you, asked a question of you, or otherwise initiated engagement in conjoint activity, either verbal or physical. A high level is coded when this occurs for most of the observation time.

Was able to play and interact successfully with you = Shared, worked together to perform a function, assented when asked, indicated agreement during play or interacted verbally with a satisfying result. A high level is coded when this occurs for most of the observation time OR when the success in cooperative behavior is particularly salient to the task at hand.

Had conflict, argued, or fought with you = Verbal or physical, as above, mild is coded as a two and more serious or physical assaults are coded as three. In addition, a high level can be coded when this occurs for most of the observation time.

Cooperated with you = Did what was asked, such as sitting down in a group when asked, cleaning up or aiding in a task. Agreeing with the teacher is a verbal form of cooperation. A high level is coded when this occurs for most of the observation time.

Had little contact with you = Was not in the vicinity with you or did not interact verbally or in play with you. This is not purposeful behavior as that would be coded as avoidance. A high level is coded when this occurs for most of the observation time.

Needed special attention or to be distracted by you = This child received special, unusual, or a different amount of attention by you. Here the child may be unable to perform a function and need help or may be given more reprimands by the teacher, may need to be given more direction by the teacher, more reminders than other children. A high level is coded when this occurs for most of the observation time.

4. Your Feelings in Relation to this Child

Liked this child very much = Felt positive affect in relation to this child, liked or enjoyed observing the child, liked the things the child did or said, thought that this was a fine child. Code a high level if you felt this way most of the observation time or if your feelings were particularly strong.

Felt attached to this child = Felt somehow connected to this child, felt an affinity or bonding to this child. Code a high level if you felt this way most of the observation time or if your feelings were particularly strong.

Wanted to protect or save this child = Felt sorry for the child, felt like the child is need of help, in danger or that you would like to see this child protected in some way. Code a high level if you felt this way most of the observation time or if your feelings were particularly strong.

Felt exhausted after observing this child = Felt that this child was difficult to watch, to follow, took a lot of energy to be engaged in observing this child, felt tired out in relation to observing this child. Code a high level if you felt this way most of the observation time or if your feelings were particularly strong.

CHILD OBSERVED SOCIAL & EMOTIONAL BEHAVIOR RATING SCALES

Sample of Items:

Interrater Reliabilities using three point scale - % agreement N=20 PAIRS

1. How much did this child show the following feelings?

__85%__ sadness

__100%_ fear

__85%__ anger

__70%__ frustration

__80%__ boredom

__75%__ happiness/enjoyment

__90%__ worry/anxiety

__65%__ silliness/laughter

__80%__ had interpersonal, mutual play

__75%__ cooperated in play with another child

__80%__ had verbal conflict or was verbally aggressive with another child

__70%__ joined in play or conversation with others

__85%__ was rejected by others

__80%__ had mild physical conflict or was mildly physically aggressive

__100%_ had serious physical conflict or was severely physically aggressive

__60%__ withdrew from others

__70%__ was provoked by others

__75%__ was able to create or construct something

__65%__ played with pleasure

__70%__ was persistent

3. How much did this child do the following with a teacher, assistant teacher or caregiver?

__95%__ avoided the teacher or assistant

__75%__ was able to join with the teacher or assistant

__65%__ was able to play and interact successfully with the teacher or assistant

__95%__ had conflict, argued, or fought with the teacher or assistant

__60%__ cooperated with the teacher or assistant

__70%__ had little contact with the teacher or assistant

__70%__ needed special attention or to be distracted by the teacher or assistant